Alaily-Mattar, N., Thierstein, A., & Förster, A. (2014). “Alternative futures”: a methodology for integrated sustainability considerations, the case of Nuremberg West, Germany. Local Environment, 19(6), 677-701.
Auld, E., Rappleye, J., & Morris, P. (2019). PISA for Development: How the OECD and World Bank shaped education governance post-2015. Comparative Education, 55(2), 197-219.
Auld, E., Li, X., & Morris, P. (2022). Piloting PISA for development to success: an analysis of its findings, framework and recommendations. Compare: A Journal of Comparative and International Education, 52(7), 1145-1169.
Ball, S.J. (2018). Governing by numbers: Education, governance, and the tyranny of numbers. Oxon: Routledge.
Barros, R. (2012). From lifelong education to lifelong learning. Discussion of some effects of today's neoliberal policies. European journal for Research on the Education and Learning of Adults, 3(2), 119-134.
Cobb, D., & Couch, D. (2022). Locating inclusion within the OECD’s assessment of global competence: An inclusive future through PISA 2018? Policy Futures in Education, 20(1), 56-72.
Grek, S. (2009). Governing by numbers: the PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23-37.
Grey, S., & Morris, P. (2022). Capturing the spark: PISA, twenty first century skills and the reconstruction of creativity. Globalisation, Societies and Education.
Li, X., & Auld, E. (2020). A historical perspective on the OECD’s ‘humanitarian turn’: PISA for Development and the Learning Framework 2030. Comparative Education, 56(4), 503-521.
Li, X., & Morris, P. (2022). Generating and managing legitimacy: how the OECD established its role in monitoring sustainable development goal 4. Compare: A Journal of Comparative and International Education.
Ozga, J. (2008). Governing knowledge: Research steering and research quality. European Educational Research Journal, 7(3), 261-272.
Zapp, M. (2017). The World Bank and education: Governing (through) knowledge. International Journal of Educational Development, 53, 1-11.